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<p class="MsoNormal" style="mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; line-height: normal;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: EN-IN; mso-fareast-language: EN-IN;">This book aims to rescue Baldwin’s concept of persistent imitation. Through persistent imitation, Baldwin explained the major mechanism under which human development happens by investigating the origin of consciousness with important implications for psychology. Based on persistent imitation, this book addresses adult human development in innovative educational contexts to portray how innovation can be a trigger for development for teachers and how they came about to produce innovations. The fields of education and psychology cross the work and represent a current trend in educational systems toward innovation. However, innovation is designed from a historical perspective in order to challenge the ever-new production and the homogenous appeal of innovation concerning technological improvements and prepacked projects.</span></p><p class="MsoNormal" style="mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; line-height: normal;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-ansi-language: EN-IN; mso-fareast-language: EN-IN;">This work is framed from a developmental perspective in psychology based on cultural-historical theoretical traditions. It considers James Mark Baldwin as one of the forerunners of current human development science with an interdisciplinary agenda.</span></p>

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Persistent Innovation

  • 书籍

  • 发表日期：

    2026年

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  • Ana Luiza de França Sá

摘要

This book aims to rescue Baldwin’s concept of persistent imitation. Through persistent imitation, Baldwin explained the major mechanism under which human development happens by investigating the origin of consciousness with important implications for psychology. Based on persistent imitation, this book addresses adult human development in innovative educational contexts to portray how innovation can be a trigger for development for teachers and how they came about to produce innovations. The fields of education and psychology cross the work and represent a current trend in educational systems toward innovation. However, innovation is designed from a historical perspective in order to challenge the ever-new production and the homogenous appeal of innovation concerning technological improvements and prepacked projects.

This work is framed from a developmental perspective in psychology based on cultural-historical theoretical traditions. It considers James Mark Baldwin as one of the forerunners of current human development science with an interdisciplinary agenda.